Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

How prospective kindergarten teachers develop their noticing skills: the instrumentation of a learning trajectory
Mar Moreno, Gloria Sánchez-Matamoros, María Luz Callejo de la Vega, et al.
ZDM (2021) Vol. 53, Iss. 1, pp. 57-72
Closed Access | Times Cited: 20

Showing 20 citing articles:

Exploring the terrains of mathematics teacher noticing
Jaguthsing Dindyal, Edna O. Schack, Ban Heng Choy, et al.
ZDM (2021) Vol. 53, Iss. 1, pp. 1-16
Closed Access | Times Cited: 75
Teacher noticing in mathematics education: a review of recent developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 19
Noticing in the midst of building on a critical event
Shari L. Stockero, Laura R. Van Zoest, Keith R. Leatham, et al.
Journal of Mathematics Teacher Education (2025)
Closed Access
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument
Alina Alwast, Katrin Vorhölter
Educational Studies in Mathematics (2021) Vol. 109, Iss. 2, pp. 263-285
Open Access | Times Cited: 24
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking
Victoria R. Jacobs, Susan B. Empson, Naomi Jessup, et al.
Journal of Mathematics Teacher Education (2022) Vol. 27, Iss. 3, pp. 295-324
Closed Access | Times Cited: 17
Prospective secondary teachers’ noticing of students’ thinking about the limit concept: pathways of development
Ceneıda Fernández, Mar Moreno, Gloria Sánchez-Matamoros
ZDM (2024) Vol. 56, Iss. 6, pp. 1137-1151
Open Access | Times Cited: 3
Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement
Dilek GİRİT YILDIZ, Aslıhan Osmanoğlu, Funda Gündoğdu Alaylı
Journal of Mathematics Teacher Education (2022)
Closed Access | Times Cited: 13
Nurturing Prospective Teachers Noticing Skills Through Argumentation: The Case of Fractions
Mine Işıksal-Bostan, Emine Çatman-Aksoy, Reyhan Tekin-Sitrava
Thinking Skills and Creativity (2024) Vol. 54, pp. 101659-101659
Closed Access | Times Cited: 1
Teacher Noticing in Mathematics Education: A Review of Recent Developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
Perspektiven der Mathematikdidaktik (2024), pp. 103-133
Closed Access | Times Cited: 1
Teachers’ noticing of proportional reasoning
Julie M. Amador, David Glassmeyer, Aaron Brakoniecki
Journal of Mathematics Teacher Education (2024)
Open Access
A survey of Spanish research in mathematics education
Marianna Bosch, Ángel Gutiérrez, Salvador Llinares
ZDM (2024)
Open Access
الخصائص السيكومترية لمقياس أعراض تعرض الأطفال لخطر صعوبات التعلم كما تدركها معلمة الروضة
ايهاب الببلاوي, رشا الرفاعي
Deleted Journal (2024) Vol. 13, Iss. 46, pp. 249-238
Open Access
Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length
Büşra ÇAYLAN ERGENE, Mine Işıksal-Bostan
European Journal of Science and Mathematics Education (2021) Vol. 10, Iss. 1, pp. 50-70
Open Access | Times Cited: 3
Instrumental Genesis of a Learning Trajectory: The Case of Pedro’s Professional Noticing
Gloria Sánchez-Matamoros, Mar Moreno, Julia Valls González
Acta Scientiae (2021) Vol. 23, Iss. 7, pp. 91-119
Open Access | Times Cited: 2
Aprendiendo a mirar profesionalmente las situaciones de enseñanza de las matemáticas
Cláudia Lisete Oliveira Groenwald, Salvador Llinares
Revista Venezolana de Investigación en Educación Matemática (2022) Vol. 2, Iss. 2, pp. 1-26
Open Access | Times Cited: 1
Tools and Time for Noticing in Early Childhood Pedagogy Outdoors
Anne‐Marie Morrissey, Llewellyn Wishart, Natalie Robertson, et al.
(2022), pp. 125-147
Closed Access | Times Cited: 1
برنامج قائم على إطار المعرفة الریاضیة للتدریس MKT لتنمیة مهارات الملاحظة المهنیة لتفکیر الطلاب لدى معلمی الریاضیات قبل الخدمة
مریم موسى متى عبد الملاک
مجلة تربويات الرياضيات (2021) Vol. 24, Iss. 12, pp. 49-95
Open Access | Times Cited: 1
Recent Trends of History of Mathematics Teacher Education: The Iberic American Tradition
Joaquín Giménez, Javier Díez-Palomar
Advances in mathematics education (2023), pp. 273-296
Closed Access
Learning progressions: affordances, critiques, and pathways toward equity
Alicia C. Alonzo
Elsevier eBooks (2022), pp. 544-559
Closed Access
Aprendiendo a ser maestro: Algunas perspectivas desde la Educación Matemática
Grupo de investigación GIDIMAT-UA
Edma 0-6 Educación Matemática en la Infancia (2021) Vol. 10, Iss. 1, pp. 45-62
Open Access
Page 1

Scroll to top